215 research outputs found
Spiritual Blues: A Blues Methodological Investigation of a Black Community\u27s Culturally Indigenous Ways of Knowing and Citizenship Praxis
Get PDFThis interdisciplinary study devised a Blues Methodology to investigate how a historically marginalized Black community conceives, practices and theorizes about citizenship in community-based pedagogical spaces (Douglas & Peck, 2013). Guiding questions were 1) How does a historically marginalized Black community conceive and practice citizenship? 2) How does the community’s conception and citizenship praxis compare to the dominant society’s conception? And 3) How can both conceptions inform citizenship education and citizenship research?
To conduct this qualitative cultural study, I extended Clyde Woods’ Blues Epistemology and Sylvia Wynter’s theoretical construct of alterity into a methodology capable of illuminating the community’s culturally indigenous knowledge (ways of knowing) using cultural tools meaningful to them. Blues Methodology is a community-based inquiry approach employing a reflective researcher strategy that positions researcher in dialogue with community members to uncover culturally indigenous ways of knowing as well as hegemonic perspectives and community agency.
The historically marginalized Black community of focus is located in “The South” where inhumane violence was routinely practiced against Africans and African Americans during and after enslavement. Terrorism was particularly brutal due to the intense labor required by the agrarian economy. Marginalization is a lasting legacy of enslavement, Jim Crow and structurally other forms of embedded racism. Twelve long term multigenerational community residents ranging in age from 17 to 80 years old, participated in this study. Two types of data were collected: oral and written. Oral data were collected from conversations and interviews with participants, written introspective data were collected from journaling. Researcher reflections also consisted of conversations with fictional characters who were constructed to protect my relationship with community participants and present childhood experiences that informed the research. Findings reveal that community conceptions of citizenship foster belonging and identity. Citizens theorized about their social economic historical political selves in the context of the local landscape. In contrast, the dominant society’s citizenship conception is an inclusion/exclusion dialectic that generically defines citizens selectively while excluding swaths of the U.S. population from curricula thus devaluing certain students and communities and relegating their knowledge to the margins at the expense of human freedom
Navigating the Rural Terrain: Educators\u27 Visions to Promote Change
Get PDFAdvocates of rural education emphasize the need to examine supports which may promote rural educators given the challenging contexts of which they face. Teacher visioning has been conceptualized as a navigational tool to help sustain and promote teachers given high-challenging contexts. The current study explored 10 public school teachers from rural areas in the Pacific Northwest, and their visions and challenges to practicing their visions in their respective school environments. Findings suggest that visions were described in three domains: visions of students, visions of self as teacher, and visions of school. Teachers expressed visions of self as \u27change agents,\u27 and often expressed a sense of responsibility and vulnerability as they worked to weave knowledge of effective pedagogy, teacher leadership principles, and self-reflection to implement change in their individual schools
Adolescent relationship violence and acculturation among NYC Latinos
Get PDFAcculturation has been shown to positively and negatively affect Latino health. Little research investigates the overlap between acculturation and the different types of relationship violence among Latino youth and most research in this area predominantly involves Mexican-American samples. The current study examined associations between indices of acculturation (language use at home, chosen survey language, and nativity) and relationship physical violence and sexual coercion, both received and delivered, among predominantly Dominican and Puerto Rican adolescents from New York City. From 2006 to 2007, 1,454 adolescents aged 13-21 years in New York City completed an anonymous survey that included the Conflict in Adolescent Relationships Inventory which estimates experiences of physical violence and sexual coercion, both received and delivered, in the previous year. This analysis includes bivariate and multivariate methods to test the associations between language use at home, chosen survey language, and nativity with the different types of relationship violence. Among females, there is a significant association between language use at home and overall level of acculturation with delivering and receiving relationship physical violence; however, we did not find this association in delivering and receiving relationship sexual coercion. We found no association between acculturation and any type of relationship violence among males. Among Latina females, language spoken at home is an indicator of other protective factors of physical relationship violence. Future research in this area should explore the potential protective factors surrounding relationship violence among Latina females of various subgroups using comprehensive measures of acculturation, household composition and family engagement
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